Relevant bibliographies by topics / One-to-one writing conferences

Academic literature on the topic 'One-to-one writing conferences'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "One-to-one writing conferences"

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Fitzgerald, Jill, and Carol Stamm. "Variation in Writing Conference Influence on Revision: Two Cases." Journal of Reading Behavior 24, no. 1 (March 1992): 21–50. http://dx.doi.org/10.1080/10862969209547761.

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The purpose of the study was to describe the influence of conferences on revision knowledge and revision activity for an initially knowledgeable first-grade reviser and a relatively naive one. Using both quantitative and descriptive analyses, data from three baseline points and seven conference points were summarized. At conference information collection points, the children wrote, groups conferenced, children were interviewed about potential revisions, and students revised. At baseline points, there were no conferences. For analyses, we (a) read all of the writing and transcripts of interviews and conferences; (b) determined quality of first and last draft of each composition; (c) coded conference talk; (d) traced comments between conferences, interviews, and revisions carried out; (e) calculated counts of revisions the children talked about in interviews and revisions they carried out; and (f) reviewed the teacher's observations about the two children's behavior in the classroom. Conference influence was variable, both within and across children. Further, dramatic differences were noted between the two children in conference influence, with only the initially naive writer profiting significantly from conferences and evidencing clear developmental progress in revision.
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Nickell, Samila S. "WRITING CONFERENCES ON THE COMPUTER." CALICO Journal 3, no. 3 (January 14, 2013): 29–31. http://dx.doi.org/10.1558/cj.v3i3.29-31.

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Computer-assisted writing conferences help overcome one of the major problems associated with CAI—how to get students to write effectively on computers. Computer conferences allow the teacher to spot the level at which the student is having difficulty, whether it be at the word, sentence or conceptualization level. Not only does the computer conference help spot such problems, but with the student present the teacher can actually see his/her writing "in process" and help the student make changes.
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Nadelia, Febrina, Desi Indrawati, and Yella Dezas Perdani. "Penulisan Esai Akademik dan Strategi untuk Lolos Konferensi Internasional." Social Economics and Ecology International Journal (SEEIJ) 4, no. 1 (March 30, 2020): 14–21. http://dx.doi.org/10.21512/seeij.v4i1.7350.

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Academic writing activities for students are to convey ideas, arguments, and be involved in scientific activities. In academic writing, it is always classified by evidence-based arguments, correct word choice, logic, and structure. Although it is sometimes considered wordy, proper academic writing is one that informs, analyzes, and engages readers directly and critically. Moreover, knowing the stages of academic writing and how to write correctly is also needed in writing essays and motivation letters to pass international conferences selection. Every international conference usually demands conference applicants to prepare their essays and motivation letters comprehensively. Therefore, if students are interested in participating in international conferences, they should try to make interesting essays and motivation letters, both in terms of titles, innovations, and solutions that give new colors in the fields they participate. The purpose of this service through the webinar on academic essay writing and strategies for passing the international conference selection is to provide education and knowledge of writing and scientific thinking skills for students and to motivate and expand their insights to participate actively in international conferences by preparing their essays and motivation letters as the requirements for participating in international conferences. Participants who took part in this webinar were 61 students from Bina Nusantara University Bandung Campus, Pasundan University, UNIBI Bandung, and STIEPAR YAPARI Bandung. There are several series of events held in this webinar. The results of this service showed optimism and positive responses from the participants to make proper and structured writing and encourage their urge to participate actively in international conferences with the initial stages of writing essays and motivation letters.
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Hou, Yu-Ju, and Ming-Fang Hsieh. "Helping parents reexamine children’s emergent writing performance through parent–teacher portfolio sharing conferences." Australasian Journal of Early Childhood 44, no. 4 (November 21, 2019): 378–91. http://dx.doi.org/10.1177/1836939119870924.

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This study documented how the teacher conducted one-on-one portfolio sharing conferences with the parents to help them understand their children’s emergent writing performances. Data included the selection and analysis of children’s writing samples, parent–teacher conferences, and teacher interviews. The results indicated that parents’ perspectives on children’s writing reflect their concerns regarding their children’s transition to elementary education and limited understanding of emergent writing development. After the parent–teacher conferences, the parents demonstrated better understanding of emergent writing, became more confident about their children’s writing performance, and affirmed the benefits of parent–teacher sharing conferences. Lastly, the study increased teachers’ understanding about parents’ perspectives and improved the teacher–parent relationship.
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Yang, Luxin. "Focus and Interaction in Writing Conferences for EFL Writers." SAGE Open 12, no. 1 (January 2022): 215824402110582. http://dx.doi.org/10.1177/21582440211058200.

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It is widely recognized that writing conferences benefit second or foreign language writers for the immediacy and the potential to address their needs and provide tailored and individualized support. However, limited attention has been given to the foci and interaction between teacher and student in writing conferences longitudinally. To address this need, this study examined writing conferences between five university English-as-a-foreign-language (EFL) students and their instructor in an argumentative writing course over one semester in a key Chinese university. Multiple sources of data were collected, including conferences, students’ essay drafts and written reflections, and interviews with the students and the instructor. Data analyses show that the conferences covered a large variety of topics such as varied aspects about argumentative writing, learning habits, and expectations about the course, which were related to English proficiency and English writing ability of each student. Second, the instructor took different approaches to communicate with each student in writing conferences considering their difficulties and needs. Finally, the conferences contribute to a deliberative process critical to the process of learning to write argumentation. The students found conversations with the instructor helpful in their subsequent revisions whereas the instructor gained a better understanding of students’ difficulties in writing. This study suggests that more research is needed to examine the role of conferences in EFL writing instruction. This study supports that conferences, as an important aid, will facilitate EFL students in the process of learning to write in English in addition to teacher written feedback and peer review.
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Margawati, Prayudias. "TRAVEL WRITING: AN APPLICATION OF WRITING WORKSHOP TO ENHANCE STUDENTS’S CREATIVE WRITING." Jurnal Pendidikan Bahasa dan Sastra 14, no. 2 (October 1, 2014): 187. http://dx.doi.org/10.17509/bs_jpbsp.v14i2.724.

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Writing is often assumed as uneasy skill to either learn or teach. For students, they find it difficult to develop ideas in writing. On the other hand, teachers, many of them, only ready with the materials but confuse with the appropriate ways to teach. This paper intends to describe and discuss a method of teaching writing namely writing workshop to improve students’ writing skill through travel writing. Writing workshop proposed by Calkins that consists of mini lesson, work time, peer conferring and/or response groups, share sessions, and publication celebration is applied in writing class for methodological purposes. In mini lesson, teacher offers something to the class that is meant to introduce a writing strategy done at the beginning of the workshop. During work time point, students start their new piece of writing. Teacher moves among students conferring with them while checking their works. Peer conferences or response groups provide a forum for students to talk about works in progress. When students work in group, one of them could arrange his/ her group needs during the work time. A share session may be varied, one possible way is each group shares their process of writing to other students. At the end of writing class, student writers come together to publish and/ or celebrate their final work. The publication could be in the form of portfolio, students’ diary, blog, or others. Travel writing genre is chosen as it could develop students’ creativity in describing/ narrating their own stories during, let say holiday or things they used to see on the way home weekly or monthly. Furthermore, travel writing as the product of creative writing teaches the readers of values, characteristics, and way of life. Last but not least, a professional writing teacher should set the writing workshop components in variety ways to achieve effective running-class.
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Jalode, Alian Abdefatah Mohamd. "The Bilad al-Sham Conferences: Their Role in The Development of Historical Writing." Jordan Journal for History and Archaeology 16, no. 3 (October 31, 2022): 89–111. http://dx.doi.org/10.54134/jjha.v16i3.656.

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Conferences on the History of Bilad al-Sham have been held at the University of Jordan since the first one in 1974. The conferences examined various topics in the history of Bilad al-Sham through different historical periods, shedding light on various aspects of the political, economic, and social history of Bilad al-Sham, and studying the development of systems and institutions related to Bilad al-Sham across Jordan, Palestine, Syria, and Lebanon. Hundreds of researchers have participated in these conferences, representing various Jordanian and international academic institutions and universities. In addition to the conferences and the publication of their proceedings, the History of Bilad al-Sham Committee has published many specialized studies and analytical indexes related to the history of the Bilad al-Sham in general and the history of Jordan in particular. This paper introduces those conferences and the studies about Bilad al-Sham that have been published, as well as traces the contributions of Jordanian researchers in those conferences and their impact on the development of historical writing about Jordan.
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Magonet, Jonathan. "Editorial." European Judaism 51, no. 2 (September 1, 2018): vi. http://dx.doi.org/10.3167/ej.2017.510201.

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One of the opportunities that we can offer as a journal is to publish papers delivered at conferences whose subject matter fits our overall remit. They may appear as a section within an issue of the journal which otherwise covers a miscellaneous range of topics. Sometimes, when there are sufficient materials, we invite the organizers to consider providing someone to be a guest editor so that the entire issue can be devoted to the particular conference. Some recent examples are: The State of Ladino Studies 2010/11; German Rabbis Abroad 2012; Writing Jews in Contemporary Britain 2014; Rabbis and the Great War 2015.
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Gardner, Susan A., Lorena M. Salto, Matt L. Riggs, Carlos A. Casiano, and Marino De Leon. "Supporting the Writing Productivity of Biomedical Graduate Students: An Integrated, Structured Writing Intervention." CBE—Life Sciences Education 17, no. 3 (September 2018): ar45. http://dx.doi.org/10.1187/cbe.16-12-0350.

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Writing is a critical skill for graduate students, but few studies in the literature describe how it is supported in the training of biomedical graduate students. The Initiative for Maximizing Student Development program at Loma Linda University aims to develop this important skill in its students through an integrated, structured writing intervention. Specifically, the program hired a writing specialist who taught writing seminars, facilitated writing and publishing workshops, and mentored students in one-on-one writing conferences. Doctoral students in the program, primarily underrepresented minority students with some not having English as a first language, all exhibited writing apprehension and blocking behaviors. The percentage of students graduating, publishing, and entering science careers, all of which require writing, is high. To yield insight into how this intervention worked, we conducted in-depth interviews of six of the earliest graduates, derived themes, analyzed data from pre- and post-assessments, and described their publication records. Participating students increased their writing confidence, adopted productive writing strategies, decreased writing anxiety and blocking behaviors, and published successfully.
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Rahmat, Noor Hanim, Norhartini Aripin, Zarina Razlan, and Zulaikha Khairuddin. "The Influence of Metacognitive Scaffolding on Learning Academic Writing Online." International Journal of Education 13, no. 3 (September 12, 2021): 48. http://dx.doi.org/10.5296/ije.v13i3.18902.

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The pandemic has caused a big wave of change in the way teaching is done. One of the many areas of concern is that the teaching that was previously done not only face -to-face but also using hands-on; coupled with one-to-one or group by group conferences, is now done online. How can that be done online? In the traditional face-to-face classroom, the writing teacher monitors the working memory of the writers (planning, translating and reviewing) by marking and making comments of the learners’ drafts. The comments and recommendations for changes made by the teachers acted as scaffolds to the learners to guide them to improve on their writing. When online learning hits the classrooms, writing teachers need to incorporate creative language teaching into the online classrooms. This study explores the use of metacognitive scaffolding on learning academic writing online. Learners were taught metacognitive scaffolding during online classes. They responded to the survey. Findings revealed interesting implications for teaching and learning of academic writing online.
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Dissertations / Theses on the topic "One-to-one writing conferences"

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(13692814), Dawn M. Haynes. "An investigation into altering the focus of teacher questioning that occurs in one-to one writing conferences: A naturalistic case study." Thesis, 1993. https://figshare.com/articles/thesis/An_investigation_into_altering_the_focus_of_teacher_questioning_that_occurs_in_one-to_one_writing_conferences_A_naturalistic_case_study/20919814.

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This naturalistic study of teacher questioning, conducted within the context of one-to-one writing conferences between a teacher and six Year 4 students had two goals: (1) to investigate (via various strategies, including collaborative reflection) changing the focus of teacher questioning during one-to-one writing conferences and (2) to describe and highlight how students do or do not revise their first draft text following the conferences.

The study's framework emanates from theories of writing and reflection and matters of writing pedagogy. It is based on the assumption, gleaned from past classroom observations, that some teachers' questioning during responses to first draft texts focus on text features rather than meaning intention. This reinforces many students' belief that revision denotes editing and proofreading. By focusing attention on the subject matter of their texts, teachers assist students to dissociate revision from such matters.

Changing the focus of teachers' questioning during one-to-one writing conferences means changing teaching practice. This study seeks to challenge teachers to accept responsibility for their own professional development and improve writing teaching practice using a conference approach by reflecting on practice with a colleague. Moreover, it seeks to test the effectiveness of a model of collaborative reflection developed for this study.

Data collected included audiotaped teacher -student writing conferences and students' texts. It represents specific social interactions and their outcomes. Two case studies evolved from analyses of the data. One focuses on a teacher interacting with students and their texts. The other uses these interactions and their analyses as a basis for collaborative reflection between the researcher and the teacher. Findings suggest the model of collaborative reflection used was an effective strategy that teachers who wish to work collaboratively to improve writing teaching practice could use.

Explanations for what students do or do not revise in response to different kinds of questions in student -teacher writing conferences are proposed. Some of these led to suggested strategies that might be used to improve such conferences. A premise of this study if that to improve writing teaching practice teachers should assume responsibility for their professional development.

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Books on the topic "One-to-one writing conferences"

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Teaching one-to-one: The writing conference. Urbana, Ill: National Council of Teachers of English, 1986.

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A, Dornan Edward, ed. One to one: Resources for conference-centered writing. 3rd ed. Boston: Little, Brown, 1987.

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A, Dornan Edward, ed. One to one: Resources for conference-centered writing. 4th ed. New York, NY: HarperCollins, 1992.

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Dawe, Charles W. One to one: Resources for conference-centered writing. 5th ed. New York: Longman, 1997.

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Fehér, Bence, and Gábor Ferenczi, eds. Our Ancient Writings. Magyarságkutató Intézet, 2022. http://dx.doi.org/10.53644/mki.oaw.2022.

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While records of Hungarian writing in Latin script date back one thousand years in Hungary, there is also contemporaneous or even earlier evidence of writing in Hungarian and unknown languages from the entire territory of the Carpathian Basin, written in different scripts. For obvious reasons, these writings are of particular interest for the lay audience, but they are also of great significance for scientific research. This increased publicity and closer cooperation between researchers is indeed needed, as the field is developing at a rapid pace. Today, there are at least three distinct types of the runiform script known in Hungary alone, and every year, four or five new inscriptions are guaranteed to emerge. The Institute of Hungarian Research organised a conference on 12–13 December 2019, the lectures of which are included in this volume. Our original purpose was declaredly bold: everyone should come together, and everyone who has contributed important new findings to our knowledge base should now think together. But this work is in no way complete: we intend to continue and organise further conferences, further research and further volumes. We have so many common tasks ahead, in linguistic deciphering, research methodology, documentation, and even popularisation.
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One to One: Resources for Conference Centered Writing, Longman Classics Edition (5th Edition) (Longman Classics Series). 5th ed. Longman, 2006.

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Lindsay, David. Scientific Writing = Thinking in Words. CSIRO Publishing, 2011. http://dx.doi.org/10.1071/9780643101579.

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Telling people about research is just as important as doing it. But many researchers, who, in all other respects, are competent scientists, are afraid of writing. They are wary of the unwritten rules, the unspoken dogma and the inexplicably complex style, all of which seem to pervade conventional thinking about scientific writing. This book has been written to expose these phantoms as largely smoke and mirrors, and replace them with principles that make communicating research easier and encourage researchers to write confidently. It presents a way of thinking about writing that emulates the way good scientists think about research. It concentrates on the structure of articles, rather than simply on grammar and syntax. So, it is an ideal reference for researchers preparing articles for scientific journals, posters, conference presentations, reviews and popular articles; for students preparing theses; and for researchers whose first language is not English. Scientific Writing = Thinking in Words expounds principles that produce scientific articles in a wide range of disciplines that are focussed, concise and, best of all, easy to write and read. As one senior scientist observed, ‘This book not only made me a better writer; it made me a better scientist’.
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Goswami, Anuradha, Chandrima Karmakar, Ramakrishnan E. V., Elizabeth Cherian, Harshitha H, Joita Das, Jondhale Rahul Hiraman, et al. Contextualising Migration: Perspectives from Literature, Culture and Translation. Central Institute of Indian Languages, Mysuru, 2022. http://dx.doi.org/10.46623/tt/2022.si2.

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Conceptualised at the conference organised in January 2020 titled “Contextualising Migration: Perspectives from Literature, Culture and Translation” by the School of Humanities and Social Sciences at GITAM, Hyderabad in collaboration with CIIL, the present volume aims to engage the emergent tendencies within the long histories of migration motivated by a renewed understanding of translated ideas and identities in the present order of world affairs. The volume also aims to trace the literary metamorphosis under the influence of the emerging transnational, transmedial world of literary exchange that has documented the complex negotiation of loss and recovery and methods of searching for one’s identity on one hand and on the other, made literature increasingly difficult to be tied down to one nation, one language. Consequently, the volume is divided into three interconnected sections. The first two sections are dedicated to account for the challenges thrown by the latest discourse and dynamics of migration and to document the theoretical as well as literary responses provided to such developments. These sections also attempt to bring out the significant role of translation in the life of immigrant communities. The final section is designed to substantiate the understanding of the emerging fictional and non-fictional worlds further by looking comparatively into the recent literary output coming from the diaspora and discussing its shifts and extensions with respect to the early writings.
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Claire, Planel, Canterbury Christ Church College, University of Bristol, and European Conference on Educational Research (1997 : Frankfurt am Main, Germany), eds. "Il était une fois-" and "One fine day in Wallopville": The impact of the learning culture on children's approaches to story writing in England and France : paper presented at the European Conference on Educational Research, Frankfurt am Main, Germany, 24-27 September 1997 by Claire Planel. Canterbury: Canterbury Christ Church College, 1997.

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Book chapters on the topic "One-to-one writing conferences"

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D'Ascenzo, Annalisa, Elena Dai Prà, Anna Guarducci, Carla Masetti, and Massimo Rossi. "Massimo Quaini e il CISGE." In Il pensiero critico fra geografia e scienza del territorio, 327–44. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-322-2.22.

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Among the geographical associations the Italian Centre for Historical and Geographical Studies (CISGE) was the one with which Massimo Quaini maintained a stronger relationship. In addition to the sharing of the study fields, Quaini was also linked to CISGE by the close and inseparable link between geography and history, the combination of concrete research and theoretical reflection, the plurality of approaches, the continuous dialectic and the marked interdisciplinarity. Elements that have always characterized the Centre since its foundation, becoming concrete in meetings, seminars, conferences, research groups, national and international projects and in numerous publications. Through a careful analysis of Quaini’s writings contained in the proceedings, the collections of essays and the journal Geostorie (which since 2000 replaced the Notiziario del CISGE) – a long and uninterrupted series from 1992 to 2017 – the contribution aims at highlighting the original, critical and stimulating contribution offered by Massimo to the four fundamental study streams of CISGE: historical geography, history of cartography, history of geographical thought, history of travels and of explorations.
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Yastibaş, Ahmet Erdost. "The Use of Zoom in Giving Writing Conferences in Foreign Language Writing Classes." In Handbook of Research on Learning in Language Classrooms Through ICT-Based Digital Technology, 68–84. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6682-7.ch006.

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To give feedback during Covid-19, language instructors used digital programs such as Zoom. Accordingly, the present study aimed to find out and describe the experiences of a language instructor who held online writing conferences through Zoom. It was designed as a single case study conducted with a participant language instructor. The data were collected through a semi-structured interview and content analyzed. The findings indicated that online writing conferences had advantages such as saving time, and disadvantages, including technical issues. They also showed that online writing conferences could be affected positively and negatively by several factors such as time-saving and technical issues. According to the findings, though the content of feedback in them was the same as the one in face-to-face writing conferences, there were differences including student prejudice between them. The findings were discussed, pedagogical implications of the study were mentioned, and suggestions for further research were made.
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Nagrotsky, Katie. "“I Am Unsure Where to Draw the Line”." In Handbook of Research on Teacher Practices for Diverse Writing Instruction, 296–314. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6213-3.ch015.

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The author analyzes a case study of one pre-service teacher's reflections from her experiences student teaching in order to think through some of the issues teacher educators face when supporting pre-service teachers to become teachers of writing. Findings reveal that, as this pre-service teacher developed a critical stance that acknowledged the linguicism she witnessed in her student teaching placement, she also struggled with how to actualize her learning to address deficit language ideologies in writing conferences and to communicate her beliefs about “appropriateness” to her cooperating teacher. Recommendations for supporting pre-service teachers as they continue to develop as writing teachers and educators capable of recognizing and disrupting linguicism are provided.
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McFadden, William. "Catholic Theology since Vatican II." In The History of Scottish Theology, Volume III, 303–16. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198759355.003.0022.

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This chapter discusses the ways in which the documents decreed by the Second Vatican Council stimulated theological writing in Scotland and created a climate for their implementation in the Catholic Church up to the first decade of this millennium. It looks at the theological impact of academic Scottish Catholic theologians and at the theological documents of the Bishops’ Conference of Scotland, including the statement on the morality of nuclear arms and the two teaching documents produced in collaboration with the Bishops’ Conferences of England and Wales and of Ireland—One Bread, One Body, and The Gift of Scripture. It also shows how the theology of the Council documents has influenced the areas of religious education, lay ministry, and collaborative leadership, and has led to closer cooperation with other churches and academic institutions. Finally, it laments that there is no longer a locus for seminary education in Scotland.
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Powledge, Tabitha M. "Science Audiences on the Web." In A Field Guide for Science Writers. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195174991.003.0020.

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In otherwise hard times, at least one market for science writing appears to be expanding: writing for scientists, particularly online. It's also a market that can offer unusual professional satisfaction. When you write for scientists, you can ignore many of science and medical journalism's topical fads. On the Web, you can pursue subjects that interest you, delve into more of their technical details, and write about them with surprising flexibility and freedom. Like everything else in the dot-corn world, online-only publications for scientists have come and gone. I, for one, am still mourning the disappearance of BioMedNet, which Elsevier dropped at the end of 2003. For several years BMN was an important market. It published at least a couple of news stories every weekday and also covered several basic research conferences annually. But there's good news, too: A few online news operations allied with print publications are still going strong. These outlets, such as TheScientist.com (www.the-scientist.com) and NewScientist.com (www.newscientist.com), publish unique content that does not appear in their print versions. Top weekly journals also publish daily news online—among them Nature (www.nature.com/news) and Science (sciencenow.sciencemag.org). So does the top-tier publication Scientific American (www.sciam.com), which appeals both to those with an armchair interest in science and to scientists themselves. The stories in these online publications—typically short, in the range of 400 to 600 words—are written by both staffers and freelances. One of the best things about writing for scientists on the Web is that it's not like typical Web writing at all. It resembles traditional print writing—but, amazingly, often with fewer constraints. And it is garnished only lightly with electronic doodads. Publications for scientists are not mad for multimedia, so your words don't have to take second (or third) place to video documentaries, interactive quizzes, Flash animation, or chat. Hyperlinks, yes, but only rarely will there be slideshows or snazzy static graphics. Nor is this a deeply collaborative process. Usually it's just you and your editor, who often leaves you to produce your piece in your own way. This is different from Web writing in general, when you might be part of a Web content team whose other members regard you as the least valuable player.
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Townsend, Peter. "Hints for a successful scientific career." In The Power of Imperfections, 281–309. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192857477.003.0017.

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A bonus of writing a book at the end of a career is that hindsight offers thoughts on how it could have progressed more efficiently, or better exploited results and opportunities. The chapter considers many key factors that lead to success in science, with topics ranging from fields of interest, to training, promotion of image, attendance at conferences etc. Many ideas apply beyond science but are rarely widely discussed, nevertheless they’re valuable even with changing patterns of work and communications. A further factor is that it is possible to realise that knowledge should not be confined to a narrow topic area, one should recognize and welcome discoveries and thoughts even if generated by serendipity, and understand how to optimize a scientific image. Finally, scientific opinion is not always correct, even if ideas have been promoted for a very long time.
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Flak, Maria. "Implementacja społecznej odpowiedzialności do zarządzania kapitałem ludzkim." In Efektywność zarządzania zasobami ludzkimi. Wydawnictwo Uniwersytetu Łódzkiego, 2011. http://dx.doi.org/10.18778/7525-546-1.23.

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When preparing for writing a doctoral thesis entitled “Implementation of Social Responsibility into Quality Management Systems in Small Organizations”, I have been trying to find various attractive solutions leading to the economic success of an organization. In order to achieve the intended goal, I make use of the available literature and observations, I conduct preliminary research and, first of all, I participate in meetings and conferences which help to extend my knowledge. That is also the purpose of my considerations included in the publications. The aim of my paper is to indicate the role of social responsibility in human capital management. Social responsibility should accompany each and every organizational function, starting from managerial position to every job position. Proper quality of social life in an organization has an effect on its economic results and creation of human capital is the key task for the managers. Therefore, it is worth implementing to the procedures of human capital management the elements including the sense of social responsibility and to perform careful monitoring. Maximization of the owners’ profit should not constitute the sole goal of an organization. One should look for solutions to generate profit, however paying also attention to the interest of the environment, the key element of which is a man who influences the shaping of human capital.
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Oberhauser, Ann M., and Donna Rubinoff. "Geographic Perspectives on Women." In Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0062.

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Since its inception in the mid-1970s, feminist geography has significantly impacted the discipline. Open nearly any human geography textbook, review course offerings in most of the top geography programs, or examine recent publications by well-known human geographers and you will discover the influence of gender and feminist perspectives. This has not always been the case, however. In the previous volume of Geography in America, the chapter written for the Geographic Perspectives on Women (GPOW) specialty group noted that until recently, geography was written as if “men were representative of the species” (Gruntfest 1989: 673). Many areas of the discipline have gone beyond this approach and are beginning to recognize the role of gender in human spatial behavior. This chapter draws from the foundations of feminist geography that highlight the role of women in geographical analysis before focusing on the multiple voices and variety of perspectives that comprise this area of the discipline. The thematic topics presented in this chapter address feminist analyses of methodology, gender and work, Third World development, cultural geography, identity and difference, and pedagogy. This discussion is by no means exhaustive, but addresses those issues that have been particularly influential during the 1990s. While feminist geographers borrow from, and contribute to, research outside the discipline, this chapter largely focuses on work undertaken by researchers more formally associated with geography. The discussion also includes work by non-American geographers due to the collaborative and international nature of feminist geography that makes it difficult to limit research to one country. The cross-fertilization of ideas and experiences is evident in the growing number of conferences, publications, institutional exchanges, and research endeavors that involve a variety of feminist scholars from multiple disciplines and nationalities. According to the editors of this book, our charge was to write an assessment of feminist geography that is “comprehensive, current, forward-looking, and influential.” The task of writing this chapter has occurred in a participatory and collaborative manner that reflects feminist projects (and produced some lively telephone conversations!). As authors, we represent a diverse group of scholars in terms of our positions in the academy, areas of specialization, and institutional affiliations.
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Todorović, Jelena. "The Worlds of Eternal Present." In W.G. Sebald’s Artistic Legacies. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463729758_ch03.

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Although the main topic of the conference is directed to the influence of Sebald’s interdiciplinary and highly hybrid work on contemporary artistic production, I would aim to present the other aspect of interdisciplinarity present in his work. It is the aspect the that looks backwards in time, and opens the different dimension for perceiving Sebald’s work. I would like to show how Sebald’s literature reflected the pronounced hybridity and polyvalence of an age as complex and calamitous as his own—the time of the Baroque. These concepts of multi-disciplinarity and hybridity were first epitomised in the Baroque age and stood prominently in the work of many artist, including the ouvre of one great, albeit invisible character of Sebald’s Rings of Saturn—Sir Thomas Browne. As usual to Sebald’s writing, Thomas Browne was present indirectly, through his writings (The Urn Burrial and Religio Medici) but even more through a prevailing sense of time that enveloped the entire book—the concept of eternal present. “The eternity has no distinction of tenses” wrote Thomas Browne, the notion that was to define Sebald’s perception of time where everything that was, lasts forever, where past eternally outlines our present. It was in the Baroque that such sense of the past “as an open category” was first introduced, a concept that would stand as one of the central concepts of Sebald’s literature.
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Ellis, William E. "Big-City Newspaperman." In Irvin S. Cobb. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813173986.003.0003.

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In this chapter, Ellis describes Cobb’s difficult first year in the big city. Finding a job to support his family and learning how the New York newspapers were run proved to be a daunting task. Cobb’s big breakthrough came as a reporter for the New York Sun covering the Portsmouth Peace Conference. This led to several job offers, including one from Joseph Pulitzer’s Evening World, which Cobb accepted. Over the next six years, Cobb increased his role at this leading newspaper and honed his skills as a writer. Ellis then explores the development of Cobb’s writing as he branched out to produce a variety of columns and stories. Cobb’s success as a reporter led to his rapid rise to fame as he became one of the most popular writers in New York.
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Conference papers on the topic "One-to-one writing conferences"

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McKenzie, John. "The Educational Tracks of "The Making Statistics More effective in Schools of Business" Conferences." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93205.

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Statistical instruction is, and has always been, an important component of both graduate and undergraduate business schools in the United States. Most of these schools require at least one course in applied statistics. In the middle of the 1980s a small group of faculty members felt that there was a need to examine the content and delivery of such courses (and the use of statistics) at their schools. These concerned faculty members organized a conference at the University of Chicago in 1986 to discuss these issues. Based upon the success of the first conference, there now have been seven additional annual "Making Statistics More Effective in Schools of Business" (MSMESB) conferences. The last conference was held at the University of Minnesota. From the first conference that included workshops on industry perspectives on the curriculum; the basic statistics course; quality control, quality and productivity improvement, and accounting, finance, marketing, production, and other areas in business schools, there has always been an educational track at these conferences. The 1993 teaching and curriculum track had workshops on learning styles, improving students' writing and oral presentation skills, cooperative learning, and field projects. In this report the author, who is a member of the conference's planning committee, describes and summarizes all of the educational tracks of these eight conferences. In addition, he discusses the impact of these conferences on statistical education at business schools. He mentions the numerous benefits from attending such conferences for any group of statisticians. Finally, he reports on the plans for the 1994 conference to be hosted by Rutgers University.
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Li, Xin, Linda Schmidt, Weidong He, Lixing Li, and Yuanmei Qian. "Transformation of an EGT Grammar: New Grammar, New Designs." In ASME 2001 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/detc2001/dtm-21716.

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Abstract Grammars generate design options through the application of predefined rules that transform collections of symbols into more meaningful expressions. Research on the nature of grammars tells us that writing the rules is where the fundamental design activity occurs. Using the grammar rules allows us to explicitly articulate one design at a time. We can exploit the design power of grammars further by modifying a grammar to describe new languages of designs. Here we examine an existing grammar to demonstrate how modifying its rule base to relax an assumption can expand the space of solutions it generates significantly. We show that investing our design attention on the grammar itself can yield dramatic results.
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Gulya´s, La´szlo´, Ga´bor Szemes, George Kampis, and Walter de Back. "A Modeler-Friendly API for ABM Partitioning." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86650.

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Agent Based Modeling (ABM) is a popular technique for dealing with complex systems. An ABM usually consists of many autonomous, interacting agents, and modelers are interested in the system-level, emergent behavior of these agents. In developing an ABM, scalability is one of most critical factors for validation. Looking for an acceptable solution, parallelization often comes into play. However, writing a parallel version of an ABM simulation is at least as hard as developing the original model, and usually takes an expert of the area. This paper demonstrates our ongoing developments based on the idea that ABMs can be classified on the basis of their interior communication topology. We have developed six reusable parallel simulation schemas that can be instantiated with simulation-specific code using the Java language. Our aim was to give general, domain independent support for ABM modelers, where the parallel piece of code is completely transparent. The hope is that ABM modelers can treat their parallel system in almost the same way as they do the original. The paper details our approach as well as the implementation and, towards the end, shows performance results and how one of the templates works in a GRID system.
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Bharadwaj, N. Ashwin, James T. Allison, and Randy H. Ewoldt. "Early-Stage Design of Rheologically Complex Materials via Material Function Design Targets." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13462.

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Rheological material properties are high-dimensional function-valued quantities, such as frequency-dependent viscoelastic moduli or non-Newtonian shear viscosity. Here we describe a process to model and optimize design targets for such rheological material functions. For linear viscoelastic systems, we demonstrate that one can avoid specific a priori assumptions of spring-dashpot topology by writing governing equations in terms of a time-dependent relaxation modulus function. Our approach embraces rheological design freedom, connecting system-level performance to optimal material functions that transcend specific material classes or structure. This technique is therefore material agnostic, applying to any material class including polymers, colloids, metals, composites, or any rheologically complex material. These early-stage design targets allow for broadly creative ideation of possible material solutions, which can then be used for either material-specific selection or later-stage design of novel materials.
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Mistree, Farrokh, Bharat Patel, and Srinivas Vadde. "On Modeling Multiple Objectives and Multi-Level Decisions in Concurrent Design." In ASME 1994 Design Technical Conferences collocated with the ASME 1994 International Computers in Engineering Conference and Exhibition and the ASME 1994 8th Annual Database Symposium. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/detc1994-0123.

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Abstract Modeling of multiple objectives in a decision and multilevel decisions are important in decision-based concurrent design. In this paper we address these twin issues in the context of a rotating disk. The initial mathematical description, referred to as the baseline model, of the rotating disk is independent of the strategies of modeling and solution, applied to it. Once the baseline model is established, it is modeled using two design strategies with different philosophical underpinnings, namely, one based on the notion of a unique optimum and the other on the notion of satisficing solutions. Our desire in writing this paper is to foster discussion rather than offering a prescription for solution.
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Schonning, Alexandra, and Daniel Cox. "Fostering Undergraduate Research Through Collaboration With Local Engineering Companies." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41894.

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This paper discusses the importance of introducing the undergraduate engineering student to research; it provides examples on how research has been integrated with the curriculum, and how the local engineering industry provides engineering research projects for the students. One research project includes the development of a test fixture to be used in determining the pull-out strength of screws in a biomaterials substrate. Another example presented is the development of a test configuration for determining the under water impact resistance of acoustic windows. Furthermore, a research project will be presented on the creation, testing and analysis of bone cement specimens. Through these projects students learn valuable skills such as performing literature review of a technical topic, developing a statement of work, establishing a research plan, learning appropriate software and hardware tools, carefully documenting their work, analyzing results, writing papers, and presenting their work at conferences. This paper provides details on how these skills are developed through the students’ research experiences and how they will benefit the students upon graduation. In order to expose a large number of undergraduate students to research it is helpful to develop some form of a mentoring program where students learn from each other. The paper describes how this mentoring program is organized and provides details of how the students interact with their peers, the faculty members and representatives from the local industry.
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"Introducing DigLit Score: An Indicator of Digital Literacy Advancement in Higher Education." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4037.

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Aim/Purpose: This paper introduces DigLit Score, an indicator of the extent to which educational institutions identify, assess, and amplify student digital literacy. Background: Digital literacy has garnered considerable attention of late among scholars, leaders, and journalists. Nonetheless, institutions of higher education have been slow to define, assess, and amplify digital literacy on par with how reading, writing, and arithmetic are addressed. Methodology: The dimensionality of DigLit Score – define, assess, amplify, assess – is demonstrated via two case studies. Contribution: A measure of digital literacy offers university leaders and policy makers a means to monitor its diffusion. Findings: Only one of the institutions was found to have a holistic approach to advancing digital literacy. Recommendations for Practitioners: Practitioners should use DigLit Score to benchmark advancement of digital literacy in higher education. Recommendation for Researchers: Researchers should refine DigLit Score and expand its application within and beyond higher education. Impact on Society: DigLit Score represents an important first step in the direction of providing an important benchmark for higher education. Future Research: Future research will refine DigLit Score and broaden its application within and beyond higher education.
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Chen, Ting-Ju, Shantanu Vyas, and Vinayak R. Krishnamurthy. "Investigating Mind-Mapping as a Tool for Problem Exploration in Early Design." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-71750.

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Abstract We present an experiment to study the role of mind-mapping as a tool for design opportunity identification and problem understanding. Our goal is to investigate how the quality of design opportunity statements change with two different techniques, namely, mind-mapping and free writing. Identifying design opportunities is an important step in new product development and little is currently understood in terms of what tools can provide cognitive support for problem clarification. In this work, we focus on mind-mapping as one example of a potential tool for providing such support. Mind-maps are well-known for their ability to enable the exploration of ideas in an unconstrained and structured way. To study their role in helping problem exploration, we conducted a between-subject user study with 28 participants to investigate how information structure and organization affect the exploration of ideas in a given design context. Further, we propose new evaluation metrics to quantitatively assess key elements presented in the design opportunity statements generated after exploring the problem domain. We report on the quantitative results, the exploration behaviors, and the general user feedback about the experience. Finally, we discuss the implications of these findings on design problem identification and future digital mind-mapping tools for exploratory tasks.
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Wilkinson, Terence S. "Flexural Vibration of Turbine Generator Rotors: Application of Modal Analysis to Predictions of the Effects of Light Rubs." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0525.

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Abstract Methods for calculating the effects of periodic contact between the stators and rotors of large turbine generator systems are discussed. The case of periodic contact between a stator and part of the LP turbine rotor of a modern turbine generator is selected for study. The rotor is part of a train which includes, in order, HP, IP, and (one) LP turbines, each supported by two journal bearings solidly coupled to each other and to an alternator which is supported by three bearings, one of which carries little load and is popularly known as a steady bearing. The periodic contact is supposed to be caused by poor alignment of the rotor relative to the stator and by vibration of the rotor due to unbalance. Comparisons are made between the effects predicted using modal analysis, using models of the LP turbine rotor of Jeffcott type (Wilkinson, 1987), and those obtained using more accurate methods. It is assumed that the normal forces generated during contact are proportional to the interference between rotor and stator and that the tangential force can be calculated with sufficient accuracy by using a coefficient of friction. It is shown that light rubs usually causes periodic synchronous responses but subharmonics may also appear. There is little doubt that chaotic vibration will ensue if rubs become heavier than those considered. It is suggested mat modal analysis methods are probably best for long rotor systems, however, the simplest models reveal the correct qualitative behaviour. The work forms part of a wider investigation of the effects of rotor/stator interaction and at the time of writing a test rig is being manufactured to facilitate the measurement of response to unbalance, the effects of misalignment and the response to light rubs. Aspects of the design of the six bearing rig, which is claimed to be a true scale model of a substantial fragment of the nine bearing turbine generator rotor system discussed earlier, are also described.
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Jiang, Ai. "Strategies of Family, School and Community Linkage to Promote Writing Teaching in Grade One." In 2018 8th International Conference on Social science and Education Research (SSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.67.

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